marylandty of maryland, college park 1865 bowie state university 1s66 towson university 1886...

U N I V E R S I T Y OF

MARYLAND O F F I C E O F T H E S E N I O R V I C E P R E S I D E N T A N D P R O V O S T

1119 Main Administrat ion Bui ld ing College P.irk, Maryland 20742-5031 301.405.5252 T E L 301.405.8195 FAX

August 7, 2014

MEMORANDUM

TO: Donna Wiseman Dean, College of Education

FROM: Elizabeth Beise Associate Provost for Academic Planning and Programs

SUBJECT: Proposal to Establish a New Upper-Division Certificate in Leadership Studies (PCC log no. 13018)

On March 26, 2014, Chancellor Kirwan approved your proposal to establish an Upper-Division Certificate in Leadership Studies. On July 24, 2014, the Maryland Higher Education Commission gave final approval. A copy of the proposal is attached. Please note that this proposal includes a modification to the minor in Leadership Studies.

The new program and changes to the minor are effective Fall 2014. Please ensure that the program and changes to the minor are fully described in all relevant descriptive materials.

MDC/

Enclosure

cc: Greg Miller, Chair, Senate PCC Committee Barbara Gill, Office of Student Financial Aid Reka Montfort, University Senate Erin Howard, Division of Information Technology Pam Phillips, Institutional Research, Planning & Assessment Anne Turkos, University Archives Linda Yokoi, Office of the Registrar Cynthia Stevens, Office of Undergraduate Studies Maggie McLaughlin, College of Education Robert Lent, Department of Counseling, Higher Education, and Special Education

Martin O'Malley Governor

MHEC Creating a state of achievement

Anthony G. Brown Lt. Governor

Anwer Hasan Chairperson

Catherine M. Shultz Acting Secretary

July 24, 2014

Dr. Mary Ann Rankin Provost and Senior Vice President Academic Affairs University of Maryland, College Park 1119 Main Administration Building College Park, MD 20742-5031

Dear Dr. Rankin:

The Maryland Higher Education Commission has reviewed a request from University of Maryland, College Park to offer an Upper Division Certificate (U.D.C.) in Leadership Studies.

I am pleased to inform you that the program proposal is approved. This decision is based on an analysis of the program proposal in conjunction with the law and regulations governing academic program approval, in particular Code of Maryland Regulations (COMAR) 13B.02.03. As required by COMAR, the Commission circulated the program proposal to the Maryland higher education community for comment and objection. The program meets COMAR's requirements and demonstrates potential for success, an essential factor in making this decision.

For the purposes of providing enrollment and degree data to the Commission, please use the following-HEGIS-and-CIP codes:

Program Title Award Level HEGIS CIP

Leadership Studies U.D.C. 2102-01 52.0213

Should the University of Maryland, College Park desire to make a substantial modification to the program in the future, approval from the Commission will be necessary. I wish you continued success.

Sincerely,

Catherine M. Shultz, J.D.

Acting Secretary of Higher Education

CMS:SAB:ggs

C: Mr. Mike Colson, Senior Coordinator for Academic Programs, UMCP

Ms. Theresa Hollander, Associate Vice-Chancellor for Academic Affairs, USM

MARYLAND HIGHER EDUCATION COMMISSION 6 N. Liberty Street • 10'" Floor • Baltimore, MD 21201

T 410.767.3301 • 800.974.0203 • F 410.332.0270 • TTY for the Deaf 800.735.2258 www.mhec.5tate.md.us

OFFICtu, . . ^̂ ..siiOR VICE PRESIDENT AND PROVOST

2 8 2014

OFFICE OF THE CHANCELLOR RECEIVED

UMCP March 26, 2014

1807 University of Maryland. Baltimore

1856 Univer^ty of Maryland, College Park

1865 Bowie State University

1S66 Towson University

1886 University of Maryland Eastern Shore

1898 Frostburg State University

190C Coppin State University

192S Salisbury University

1925 University of Baltimore

1925 University of Maryland Center for Environmental Science

1947 University of Maryland University College

1966 University of Maryland, 9at*'more County

Dr. Wallace D. Loh President Main Administration Building College Park, MD 20742

Dear Wallace:

Thank you for forwarding the request of the University of Maryland, College Park to offer a new Upper-Division Certificate (UDC) in Leadership Studies.

I am pleased to approve this recommendation. Please express my appreciation to departmental faculty for their careful work in making this decision.

Sincerely yours.

cc:

William E. Kirwan Chancellor

Dr. Joann Boughman, Senior Vice Chancellor for Academic Affairs Ms. Theresa Hollander, Associate Vice Chancellor for Academic Affairs

^Xdr. Mary Ann Rankin, Sr. Vice President and Provost

3300 Metzemt l Road I Adelphi. MD 20783 I TEL: 301-445-1901 I FAX; 301-445-1931 i w w w usmd edu

T H E UNIVERSITY OF MARYLAND, C O L L E G E P A R K PROGRAM/CURRICULUM/UNIT PROPOSAL

Please email the rest of the proposal as an MSWord attachment to pcc-submissions(g)umd.edu.

PCC LOG NO.

t3otf • Please submit the signed form to the Office of the Associate Provost for Academic Planning and

Programs, 1119 Main Administration Building, Campus.

College/School: College of Education Please also add College/School Unit Code-First 8 digits: 012031001310701 Unit Codes can be found at: httpsJ/hypprod. umd. edu/Html Reports/units, htm

Department/Program:

Please also add Department/Program Unit Code-Last 7 digits:

Type of Action (choose one):

X Curriculum change (including informal specializations) X New academic degree/award program • Renaming ofprogram or formal Area of Concentration • New Professional Studies award iteration • Addition/deletion offormal Area of Concentration • New Minor • Suspend/delete program • Other Italics indicate that the proposed program action must be presented to the full University Senate for consideration.

Summary of Proposed Action: The Minor in Leadership Studies is proposing changes to (1) change the Minor in Leadership Studies to the name Leadership Studies; (2) reduce the Minor course requirements from 18 to 15 credit hours; (3) add a Certificate in Leadership Studies option that requires 21 credit hours; (4) add two new requires courses for the Certificate requirement to enhance the study and practice of leadership theories and models with social change and action.

APPROVAL SIGNATURES - Please print name, sign, and date. Use additional lines for multi-unit programs.

1. Department Committee Ch^r /

2. Department Chair

3. College/School PCC Chair _

4. Dean iMh 5. Dean of the Graduate Sdlpol (ifWquired)

6. Chair, Senate PCC | [ \ i \ 6 . / w ^ g ^

7. University Senate Chair ( i f required)

8. Senior Vice President and Provost

12

Departmental Approval Form (DAF)

Department of Counseling, Higher Education, and Special Education Programs

Directions: As noted in the PCC Review Process within CHSE, step 4 involves the preparation of materials for submission to the College PCC. The College submission form requires the signatures of the Department Chair and one of the PCC representatives. The process within the Department involves preparing materials using the Campus PCC format for submission, as well as completing a Departmental Approval Form (DAF) that is signed by the Program Area Director to indicate approval at the Program level and by the Department Chair to indicate approval by the DAC. The final step is for one of the Departmental PCC representatives to sign both the DAF and the COE PCC Submission Form (provide at least 3 working days to obtain this signature). Signature by the Department PCC representative does not constitute another layer of "approval" but documents that Departmental procedures have been followed and that the proposal is sufficiently detailed to move forward for review by the COE PCC in which the representatives participate. The Departmental PCC reps may not think of everything that is important to assure that the College PCC does not see any issues within the College and that the proposal is ready for review by the Campus. However, the Departmental Reps can clarify any substantive changes requested by the COE PCC following the discussion of the College PCC. The completed DAF and completed materials will be submitted to the PCC Chair for review at the next College PCC meeting.

I) Course or Programmatic Information:

Course or Program Change: rvM<V>r i>\^'vjkcp S.-Kjcii<>^ ^>^ftv^^Yl^

Proposed by: lOoa>â iT^ f^yHTi-eJT

II) Signatures of Approval:

• Approved by Program Area: Program Are;̂ rBt5(gctor (p^nyjajpe and sign):

Steve Klees X5-2212 / sklees@um^)g|(ju

• Approved by DAC: i/lj'i uL Department Chair (signature) 1 Date: '^j j i ^

Department PCC Representative (need only one the representatives to sign):

Dept. PCC Chair/Co-Chair fsignature! ÛÔUM ^--if'ft^^ ' Date:

* Note; The Department Chair and one of the Departmental PCC representatives sign the College of Education PCC Submission Form

MEMORANDUM

Date: March 29, 2013

TO: PCC and V P A C Via Department and College Committees

FROM: Noah D. Drezner, Assistant Professor Higher Education, Student Affairs, and International Education Counseling, Higher Education, and Special Education Department

RE: Minor in Leadership Studies Program Revisions

This packet contains PCC and V P A C proposals to change the name and curriculum requirements of the Minor in Leadership Studies, add a Certificate in Leadership Studies, and add two additional leadership courses to the Leadership Studies course offerings.

Rationale: The Minor in Leadership Studies has successfully grown in demand and course offerings since its start in fall 2007. To respond to growing interests in leadership studies, the Minor wants to change from a Minor in Leadership Studies to a Leadership Studies program and offer both a Minor and Certificate in Leadership Studies to undergraduate students. By changing the Minor to a Minor and Certificate offering in Leadership Studies, students have greater flexibility in deciding to what degree they want to engage in an academic leadership program. Currently, the goal of the Minor is to prepare students to serve effectively in formal and informal leadership roles in campus, local, national, and global contexts. Students learn leadership theories and models that increases their sense of intrapersonal and interpersonal development and understanding of functioning and working in groups and organizations.

Although the current Minor in Leadership Studies provides Minor students a variety of contextual applications for using leadership theories and models in students' future aspirations, the program has a strong desire to enhance the application of leadership theories and models to practice. In particular, the program will add two additional courses to increase the opportunity students have to enact and engage leadership in the context of social change. The two additional courses will be a yearlong or two-sequential-semester-experience where students research a social issue, develop a plan to utilize leadership theories to address the social issue, and implement and assess their efforts of engaging and creating social change. Instead of increasing the academic requirements of the Minor and limiting students' options for enrollment in the Minor and Minor courses, this proposal is to change the Minor in Leadership Studies to a Minor and Certificate offering in a Leadership Studies program.

The option of a Minor or Certificate in Leadership Studies provides students with greater academic choice and flexibility and allows the program to expand without a concern of limiting or restricting student enrollment. Thus, this proposal seeks to reduce the current Minor in Leadership Studies requirement from 18 to 15 credit hours and add a Certificate in Leadership Studies that is achieved with 21 credit hours. The format of altering the Minor in Leadership Studies to a Leadership Studies Program that offers both a Minor and Certificate is most similar to the University's current LGBT Studies Program that offers undergraduates a certificate and minor.

Packet: This packet contains a cover memo, a grid noting current and proposed curriculum requirements including credit hours and titles. Also, comments and rationale on the proposed changes are included. A syllabus for the new two-semester seminar course is included for new course approval. Materials for advertising the Minor to prospective students are included. PCC and V P A C forms are also included.

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Contents page Leadership Studies Curricular Program Requirements 3 Current and Proposed Curricular Changes 4 Description of Minor 5 Sample Schedule 10 PCC Cover and Proposal 9

Addendum A : Syllabus 15 Addendum B: Electives 25

V P A C Regularize (ADD) Form, EDCP 320 (2 credits) 28 V P A C Regularize (ADD) Form, EDCP 321 (1 credit) 34

2

Leadership Studies Curricular Program Requirement Changes

MINOR Requirement Changes

EDCP 217 (3) Introduction to Student Leadership

EDCP 217 (3) No change

EDCP 315 (3) Student Leadership in Groups and Organizations


EDCP 318 (3) Applied Contextual Leadership


EDCP 418 (3) Special Topics in Leadership


EDCP 417 (3) Advanced Leadership Seminar


One Elective Course from preapproved listing, online (3 credit hours) Reduce from Two required electives to One (6 credits hours to 3 credit hours)

CERTIFICATE Requirement Changes, includes all courses listed above plus the courses listed below

Two Elective Course from preapproved listing, online (6 credit hours) Require Two elective courses (6 cred hours), taken from original Minor requirements (adds one additional elective from proposed Minor requirement)

EDCP 320 (2) Social Action Seminar EDCP 321 (2; Add and Regularize as "Social Action Seminar"; new seminar course to research and develop a social action plan using leadership models and theories

EDCP 320 (1) Advanced Social Action Seminar

EDCP 321 (1) Add and Regularize as "Advanced Social Action Seminar"; new seminar course to implement and assess a social action plan using leadership models and theories

3

The Minor in Leadership Studies consists of 18 credit hours. No more than six credits can also be applied to a student's major, and no more than six credits may be taken at an institution other than the University of Maryland College Park. No course with an earned grade below C- may count towards the minor.

Required Courses:

• EDCP 217 - Introduction to Leadership (3 credits) • EDCP 315 - Leadership in Groups and Organizations (3

credits) • EDCP 318 - Applied Contextual Leadership OR EDCP 418-

Leadership and Identity (3 credits) • EDCP 417 - Advanced Leadership Seminar (3 credits) • Two elective course, from a pre-approved elective list found

online (total 6 credits) (See Addendum B)


Required Courses:


credits) . EDCP 318 - Applied Contextual Leadership OR EDCP 418-

Leadership and Identity (3 credits) • EDCP 417 - Advanced Leadership Seminar (3 credits) • ONE elective course, from a pre-approved elective list found


4

Current MINOR Course Requirement PrbboscdrKRTlFICATECour.se Requirement •


Required Courses:


credits) • EDCP 318 - Applied Contextual Leadership OR EDCP 418-

Leadership and Identity (3 credits) • EDCP 417 - Advanced Leadership Seminar (3 credits) • Two elective course, from a pre-approved elective list found


The Certificate in Leadership Studies consists of 21 credit hours. No more than six credits can also be applied to a student's major, and no more than six credits may be taken at an institution other than the University of Maryland College Park. No course with an earned grade below C- may count towards the minor.

Required Courses:


credits) . EDCP 318 - Applied Contextual Leadership OR EDCP 418-

Leadership and Identity (3 credits) • EDCP 417 - Advanced Leadership Seminar (3 credits) • EDCP 320 - Social Action Seminar (2 credits) • EDCP 321 - Advanced Social Action Seminar (1 credit) • TWO elective course, from a pre-approved elective list

found online (total 6 credits) (See Addendum B)

5

CURRENT Minor in Leadership Studies Department of Counseling, Higher Education, and Special Education

Description

The EDCP Minor in Leadership Studies promotes college student leadership development by educating undergraduate students for and about leadership in a complex world. The goal of the minor is to prepare students to serve effectively in formal and informal leadership roles in campus, local, national, and global contexts. Faculty and students in the minor are dedicated to advancing the field of leadership studies by building upon and critically evaluating existing theoretical, research-based, and practical knowledge. Core courses in the minor are sequenced to meet increasingly complex sets of learning outcomes across cognitive, personal development, and group/organizational domains. Students in the minor are exposed to diverse theories and perspectives on leadership and are encouraged to apply analytical skills to develop their own working philosophy of leadership that wil l serve them in organizational and career contexts. Civic engagement and multicultural competence are viewed as necessary requirements for leadership.

Eligibility

In order to apply for the minor in Leadership Studies, students must have:

1. Completed at least 30 credit hours prior to application to the program.

2. Be in good academic standing.

3. Completed EDCP 217 with a C- or better.

4. Been admitted into the Minor prior to the completion of the final 9 credits of Minor coursework and no

later than one full academic year before the expected date of graduation.

The EDCP Minor in Leadership Studies consists of 18 credit hours. No more than six credits can also be applied to a student's major, and no more than six credits may be taken at an institution other than the University of Maryland College Park. No course with an earned grade below C may count towards the minor.

Application Process

Applications are made available as an online form, during select times each semester, for a period of two weeks. The application wil l ask eligible students to identify demographic information, a list of (on and off-campus) involvements (if any), and respond to three short-essay questions. Applicants must also provide a resume and an unofficial University transcript. The online form will be made available on the following days:

. Fall 2013: o opening Friday, September 20th at 12:00 p.m. o closing Friday, October 4th at 11:59 p.m.

After the closing application date, applications wil l be reviewed and applicants wil l be notified within two to three weeks by email.

Selection Criteria:

• Demonstrates a commitment or experience in leadership, either in studying or practicing leadership • Increases the diversity of students in the Minor

6

Illustrates capacity to utilize leadership theories and skills Exhibits a commitment to intrapersonal and interpersonal growth and development through the study of leadership

Required Courses

• EDCP 217 - Introduction to Leadership

• EDCP 315 - Leadership in Groups and Organizations

• EDCP 318 - Applied Contextual Leadership

OR

• EDCP 418 - Leadership and Identity

• EDCP 417 - Advanced Leadership Seminar

Elective Courses

Students must choose two 3-credit courses; at least one of the courses must be at the 300 level or higher, from an approved list of electives.

Pre-Approved Elective Courses

African-American Studies Department (AASD), Asian American Studies (AAST), College Park Scholars Program (CPSP), East Asian Studies, Latin American Studies (LASC), Lesbian, Gay, Bisexual, and Transgender Studies Program (LGBT), Women's Studies (WMST).

EDCP courses Courses in education and counseling expose students to theories of influence, attribution, individual and collective efficacy, interaction and social learning theories, all which shape student leadership development.

EDCP 220 - Introduction to Human Diversity in Social Institutions EDCP 310 - Peer Counseling Theory and Skills EDCP312 - Multi Ethnic Peer Counseling EDCP318 - Applied Contextual Leadership EDCP 386 - Experiential Learning** EDCP418 - Special Topics in Leadership EDCP 420 - Advanced Topics in Human Diversity and Advocacy EDCP 470 - Introduction to Student Personnel EDCP 489 - Field Experiences in Counseling and Persormel Services** EDCP 498 - Special Problems in Counseling and Personnel Services

**subject for approval

Agriculture & Natural Resources Colleges of agriculture/extension have long been a home for youth leadership education. Courses focus on developing leadership in youth and contemporary issues in leadership.

AGNR 323 - Developing Youth Leadership Programs

7

Behavioral and Social Sciences Courses from the behavioral and social sciences focus on the processes of leadership - the behaviors, skills, and styles that are useful in accomplishing tasks and developing people.

*BSOS 301 - Leadership in a Multicultural Society

Business and Management The functions of leadership and management are overlapping - both processes involve influencing a group of individuals toward goal attainment. Courses such as entrepreneurship address the role of vision and change in leadership processes.

*BMGT 361 - Entrepreneurship *BMGT 364 - Management and Organization Theory

Communication Leadership is often referred to as a special form of communication that modifies the attitudes and behaviors of others in order to meet shared group goals and needs (Hackman & Johnson, 2004). By studying intrapersonal and organizational communication, students learn to analyze processes of influence essential to leadership.

C O M M 330 - Argument and Public Policy C O M M 420 - Theories of Group Discussion C O M M 424 - Communication in Complex Organizations C O M M 461 - Voices of Public Leadership in the Twentieth Century C O M M 469 - The Discourse of Social Movements

Higher Education, Student Affairs, and International Education EDHI 338 Teaching and Learning about Cultural Diversity through Intergroup Dialogue (Note: This is usually a 1 -credit course. If you take this course as an elective for the Minor you will still need at least 2 additional credits at the 300/400 level to fulfill one elective course.)

Gemstone

*GEMS 208 - Special Topics in Leadership and Team Development

Journalism

The investigation of ethics is critical when focusing on leadership. Issues such as the moral development of individuals, the influence of role models, values-driven leadership, and creating ethical organizations all must be addressed. Examining the application of ethics in a particular discipline, field, or context is essential to answering the question of "leadership for what purpose?" *JOUR300 - Journalism Ethics

Psychology The study of psychology and psychodynamics sheds insight into individual motives for leadership as well as how leadership occurs in groups and organizations. The pathology of leadership has also been examined.

PSYCH221 - Social Psychology PSYC334 - Psychology of Interpersonal Relationships PSYC361 - Survey of Industrial and Organizational Psychology

8

Public Policy Courses in public policy address political theories of leadership, conflict and coalition-building, and systems of governance.

*PUAF 201 - Leadership for the Common Good *PUAF 202 - Contemporary Issues in Leadership and Public Policy PUAF 359C - Contemporary Issues in Political Leadership and Participation: Advocacy in the American Political System PUAF 359R - Contemporary Issues in Political Leadership and Participation: African American Leadership PUAF 359W - Contemporary Issues in Political Leadership and Participation: Women in Leadership

Women's Studies

WMST 250 - Introduction to Women's Studies

Current Summary of Credit Hours Required In the Minor

Total Credit Hours Required

Required Core Courses 12

Electives 6

TOTAL CREDIT HOURS 18

9

Sample Schedule for Incoming MINOR in Leadership Studies Student, 15 credit hours

Fall#l EDCP 217

Spring #1 Apply to the Minor and EDCP 315

Fall #2 EDCP 318 or 418

Spring #2 Elective #1

Fall #3 EDCP 417

Spring #1 EDCP 217

Fall #1 Apply to the Minor

Spring #2 EDCP 315 and EDCP 320

Fall #2 EDCP 318 or 418 and EDCP 321

Spring #3 EDCP 417

The proposed EDCP 320 and EDCP 321 sequence totals 3 credit hours and may count as the 1 elective requirement in the proposed Minor curriculum.

10

Sample Schedule for Incoming CERTIFICATE in Leadership Studies Student, 21 credit hours

Fall #1 EDCP 217

Spring #1 Apply to the Minor and EDCP 315


Spring #2 Elective #1 and EDCP 321

Fall #3 Elective #2

Fall #3 EDCP 417

Spring #1 EDCP 217

Fall #1 Apply to the Minor and Elective #1

Spring #2 EDCP 315 and EDCP 320


Spring #3 Elective #2 and EDCP 417

The proposed EDCP 320 and EDCP 321 sequence totals 3 credit hours. The semester after enrollment in the Leadership Studies program students wil l be encouraged to enroll in the Social Action or EDCP 320 and EDCP 321 sequence, to ensure that EDCP 320 and 321 are taken in consecutive semesters.

11

Background: Proposed Minor in Leadersliip Studies Clianges

The EDCP Minor in Leadership Studies was approved in May of 2007 and began accepting students during the fall of that year. The Minor promotes college student leadership development by educating undergraduate students for and about leadership in a complex world. The goal of the minor is to prepare students to serve effectively in formal and informal leadership roles in campus, local, national, and global contexts. Faculty and students in the minor are dedicated to advancing the field of leadership studies by building upon and critically evaluating existing theoretical, research-based, and practical knowledge. Core courses in the minor are sequenced to meet increasingly complex sets of learning outcomes across cognitive, personal development, and group/organizational domains. Students in the minor are exposed to diverse theories and perspectives on leadership and are encouraged to apply analytical skills to develop their own working philosophy of leadership that will serve them in organizational and career contexts. Civic engagement and multicultural competence are viewed as necessary requirements for leadership.

More information on the Minor in Leadership Studies can be found at:

http://www.education.umd.edu/CHSE/academics/deRree programs/MinorLeadershipStudies.html

Abstract of Request:

The current Minor in Leadership curriculum requires Minor students successfully complete 9 courses for a total of 18 credit hours. Instead of increasing the credit hour requirement of the Minor, this proposal is to reduce the Minor requirement from 18 to 15 credit hours and add a Certificate in Leadership Studies. The Certificate in Leadership Studies wil l require Leadership Studies students to successfully complete 21 credit hours; which increases the original Minor requirement by 3 credit hours. The additional 3 credit hours for the Certificate will come from two new seminar courses that bridge leadership to practice or social action and change.

The two-semester seminar course focuses on bringing leadership and leadership theory into practice through the exploration of a social issue. Students wil l (1) identify a current and compelling social issue; (2) explore the historical, social, and political aspects of social issues; (3) identify and select applicable leadership theories to confront the social issue; (4) create and develop a plan that integrates leadership theories and the social issue; and (5) implement and evaluate the overall social action project. This course spans two consecutive semesters with students registering for two academic credits in the first semester and one academic credit in the second semester. During the first semester, students wil l explore, identify, and plan their social action project through a series of readings and assignments. With the development of a social action plan, over the course of the second semester, students wil l continue to work collaboratively to implement their plans. The two-semester sequence provides students time and opportunity to craft and implement their understanding of leadership and leadership theories in the context of a social issue (see Addendum A for complete syllabus); which is difficult to accomplish in one regular academic semester. This new two-semester seminar course relates to the core values of the Leadership Studies program; which promotes leadership theories in multiple contexts and seeks students to embrace leadership for the purpose of social change and civic engagement. The two new courses are also only made available to students in Leadership Studies.

Impact of Changes:

The proposed changes wil l not impact any current students enrolled in the Minor. The proposed changes, i f approved before fall 2013, will be advertised and implemented for all newly enrolled fall 2013 and future applicants. The application process, that was approved fall 2012, wil l remain the same. However, instead of applying the Minor in Leadership Studies, students will apply to a Leadership Studies program and self-select i f they want to complete the Minor or Certificate option.

13

Changing the existing Minor requirement, without adding a Certificate, may limit and restrict the number of students interested or able to complete the Minor. Thus, offering a Minor and Certificate increases the ways Leadership Studies students engage with the Program and still allows the Leadership Studies program to offer the two additional social action courses without concern of decreasing student enrollment. In addition, the option of moving from a Minor that requires 18 credit hours to 15 credit hours better meets the needs of students who may struggle to meet 18 credit hours due to traveling abroad or other course requirements of their major and academic course plan. For students who may travel abroad, the Certificate option may prove to be more difficult since the EDCP 320 and EDCP 321 (two-semester Social Action Seminar) must be completed in consecutive semesters. However, traveling abroad will not impede students from engaging in the program. This demonstrates that a Minor and Certificate option in Leadership Studies only expands students’ options and opportunities of graduating with a Minor or Certificate in Leadership Studies. All current Minor in Leadership Studies eligibility requirements and application processes will remain the same. The current eligibility requirements are the following:

In order to apply for the minor in Leadership Studies, students must have:

1. Completed at least 30 credit hours prior to application to the program. 2. Be in good academic standing. 3. Completed EDCP 217 with a C- or better. 4. Been admitted into the Minor prior to the completion of the final 9 credits of Minor coursework and no

later than one full academic year before the expected date of graduation.

After admission in the Leadership Studies program students must indicate if they are interested in the Minor or Certificate track, but students can change their decision while in enrolled as a Leadership Studies student. In addition, in the event a student fails a course in the Leadership Studies program, the student is still bound by the program requirement of completing requirements with at C- or better. That is, no course with an earned grade below C- may count towards the certificate or minor. Students must also have a 2.0 GPA in all courses used to meet the requirements for the certificate program.

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ADDENDUM A: Social Action Seminar & Advanced Social Action Seminar Syllabi

EDCP 320: Social Action Seminar and EDCP 321 Advanced Social Action Seminar

COURSE OVERVIEW

Course Description The purpose of these courses is to use leadership theories to inform the practice of addressing social issues in society, on campus, or within the surrounding community. Through this course, students will (1) identify a current and compelling social issue; (2) explore the historical, social, and political aspects of social issues; (3) identify and select applicable leadership theories to confront the social issue; (4) create and develop a plan that integrates leadership theories and the social issue; and (5) implement and evaluate the overall social action project. Students will begin their investigation of social issues by reviewing theories and models of leadership that promote social action and change. Using models of social change, students will work collaboratively in small teams to navigate the process of putting theory into action. Students will spend a significant amount of time outside-of-class investigating their selected social issue, developing a social action plan, implementing their plan, and assessing their overall project.

This course spans two semesters with students registering for two academic credits in the first semester and one academic credit in the second semester. During the first semester, students will explore, identify, and plan their social action project through a series of readings and assignments. With the development of a social action plan, over the course of the second semester, students will continue to work collaboratively to implement their plans. The two-semester sequence provides students the time and opportunity to both craft and implement their understanding of leadership and leadership theories in the context of a social issue.

Course Instructor (Office Hours by Appointment) Daniel Ostick, Ph.D. Coordinator for Leadership Curriculum Development and Academic Partnerships Adele H. Stamp Student Union-Center for Campus Life 0110 Stamp Student Union 301-314-1347 (office)

dostick(a),umd.edu

Course Materials (instructors will supply students with all required text):

Additional readings will be available via Canvas (umd.instructure.com)

Course Learning Objectives

Through active participation in this class, students will: • Develop an understanding of social action and the relationship between social action and leadership • Explore the relevance of addressing social issues, problems, and topics • Foster a sustained commitment towards a social issue that can lead to enhanced awareness around other causes • Identify and apply leadership theories that can inform and guide the experience of addressing a social issue • Develop and identify challenges in integrating theory into practice • Acquire program evaluation and assessment skills through evaluating the limitations and successes of the project • Gain an understanding around the differences and similarities with leading, participating, and evaluating a long-term

project • Clarify one's leadership self-efficacy, values, and ability to work collaboratively in groups and teams • Identify and reaffirm a leadership philosophy and lifelong commitment towards leadership

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COURSE POLICIES & PROCEDURES

Class Seminar Our learning community will engage in active learning. We will work together to raise the collective level of meaning of the class content. We will all have the responsibility to advance our understanding of the material in its application to your internships and the world. The class will be based on case study methodology, peer-to-peer knowledge dissemination, teamwork, lectures, and group discussions.

Code of Academic Integrity: Students will conduct themselves with the highest standards of academic integrity. The UMCP Code of Academic Integrity defines academic dishonesty as "cheating," "plagiarism," "fabrication," or "facilitating academic dishonest." Academic dishonesty is a serious offense, which will not be tolerated in this class and may result in suspension or expulsion from the University. For more information, see p.43-46 of the University Catalogue; contact the Office of Student Judicial Programs and Student Ethical Development at 301-314-8204; or visit their website at www.inform.umd.edu/ipo/code_acinteg.html. Students are asked to submit the following honor pledge on all papers, assignments, and tests:

I pledge on my honor that I have not given or received any unauthorized assistance on any assignment or examination. - Sign your name

Religious Observations: Because we are a diverse community and enroll students with many spiritual beliefs, we will be sensitive to students' requests for excused absences and make-up requests due to reasons of religious observances. Be mindful that it is the student's responsibility to inform instructors of any intended absences for religious observances in advance. Notice should be provided as soon as possible.

Course Cancellations/Delays: Please check with 301-405-SNOW or the university website (www.umd.edu) for any cancellations or delays due to inclement weather or emergencies. You may also sign up for the free university text messaging system, UMD Alerts, and receive text messages with alerts such as cancellations or delays, (www.alert.umd.edu). This course will comply with any university cancellations or delays accordingly.

Students with Disabilities: Students with disabilities are encouraged to contact the instructors so reasonable accommodations can be made to assist learning and evaluation in the class. In addition, students should contact the Office of Disability Support Services (DSS) to document their disability and identity appropriate accommodations. DSS (301-314-7682) provides a variety of services to students with disabilities; staff are available to consult with students at any time. (www.counseling.umd.edu/DSS). It is the student's responsibility to notify the instructor at the beginning of the semester of any documented disabilities.

Students in Need of Assistance: The University of Maryland offers a variety of services for students in need of either educational or psychological assistance. Learning Assistance Services (LAS) offers services and programs on writing skills, English as a second language, study and time management skills, math skills, and issues for students over 25 years of age. They also offer a range of handouts, available on-line. If you need other educational services or support, please contact your instructor for additional resources.

If you are experiencing personal stress that is interfering with your ability to succeed, please consider contacting the Counseling Center or the Mental Health Service at the University Health Center for an appointment. The Counseling Center also offers on-line resources on a series of topics.

Learning Assistance Services (LAS) Counseling Center 2201 Shoemaker Hall Shoemaker Hall Email - LAS-CC(g).uind.edu Phone-301-314-7651 Phone-301-314-7693 Website - www.counseling.umd.edu

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Website - www.counseiing.umd.edu/LAS

University Health Center, Mental Heahh Service 2"** Floor, University Health Center (across from The Stamp Student Union) Phone-301-314-8106 Website - www.health.umd.edu/services/mentalhealth.html

Participation and Attendance: Your participation grade is based on several factors:

1. Attendance - your attendance is vital to your class participation grade. If you are more than ten minutes late for a class period, your attendance for that class will not count. Attendance is approximately half of your class participation grade and will suffer as a result of unexcused absences or tardiness.

2. Reading - in order to participate fully in class, all assigned readings must be completed. Failure to complete the readings will be obvious during class discussions and will cause your class participation grade to suffer.

3. Raising and answering questions 4. Sharing ideas, observations, and personal experiences 5. Relating and synthesizing ideas of others 6. Pointing out relationships to earlier discussions 7. Helping others develop their views and ideas 8. Successfully completing non-graded assignments for class. 9. Meeting one on one with your instructor(s) during the semester. 10. Working collaboratively with others in your social action project teams.

You are not expected to have all the "righf' answers in every class, nor should you dominate every in-class discussion. You are, however, required to be prepared and contribute regularly to our class discussion. The quality of the discussion in class will depend on how well prepared you are, and how willing you are to share the results of your preparation with the class. Thus, your participation can be based on contributions to in-class discussions, sharing your ideas and work experiences, asking questions of the instructors and other students, and directing the instructors and class to new and relevant material.

Attendance at all class sessions is expected. Unexcused absences from class sessions will impact your participation grade. Absences from a portion of a class session (i.e., late arrivals or early departures) will also be factored into your participation grade. Excused absences will only be provided on a limited basis for illness (self or dependant), religious observations, participation in university activities at the request of university authorities, or compelling circumstance beyond the student's control. Absences will only be excused with prior notice, in writing, except in case of emergency. For both excused and unexcused absences, students are still responsible for course work missed and turning in assignments on time.

The university has instituted a new attendance policy related to medically necessitated absences (available at http://www.president.umd.edu/policies/docs/V-100G.pdf). The general attendance policy is available at http://www.testudo.umd.edu/soc/atedasse.html.

Usage of electronic and multimedia devices (e.g., cell phones, iPods, laptops) is not permitted during class time, unless permission was obtained from the instructors.

Course Evaluations While we hope to create a learning environment in this course that allows students to provide timely feedback to instructors, there are more formal ways we will engage in evaluation as a class. One of these is the university's campus-wide online course evaluation system, CourseEvalUM. Your participation in this system will make a real contribution to our academic program. We value this student feedback, and other students will benefit from having evaluation data for all courses readily available. CourseEvalUM will be open for students to complete their evaluations at the end of the semester and can go directly to the website (www.courseevalum.umd.edul to do so. Students will be alerted via their official University e-mail account when the website is active for this semester. Students who complete evaluations for all of their courses in the previous semester (excluding summer), can access the posted results via Testudo's CourseEvalUM

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Reporting linlc for any course on campus tliat has at least a 70% response rate. More information regarding this system is available at www.irpa.umd.edu/Assessment/CourseEvai/stdt_faq.shtml.

Expectations of Instructors Students can expect their instructors will arrive on time and be prepared for class, respond in a timely fashion to student work, and take students' interests and experiences into consideration when preparing for class. Instructors will be available to students outside the class period. Students are encouraged to make extensive use of instructors in and outside class sessions.

COURSE ASSIGNMENTS

FIRST SEMESTER ASSIGNMENTS

Social Action Brief: (15 points) You will identify readings and resources that assist you with understanding and defining the term "social issue" and/or "social action". Create a 1-2 page executive briefing on how you conceptualize what constitutes social issue, social action, and a social action project. This executive brief ought to be clear, concise, and succinct. You will share your briefing with your classmates to identify similarities and differences in understanding and defining the term "social issue" and/or "social action".

Individual Annotated Bibliography: (30 points) Create an annotated bibliography on a selected social issue. Research and review existing literature on your topic to gain a breadth and depth of understanding around the social issue you will address and investigate throughout this two-semester seminar. This annotated bibliography must include at least 5-8 scholarly readings. For each individual reading, you will provide a brief summary of the article, identify central points, and describe how the social issue or topic is addressed in your reading. You will also generate a list of campus and community organizations that engage in social change related to your topic. In your listing of organizations, you will want to describe and identify how the organization does or does not address your topic. Remember, your individual annotated bibliography is intended to help you explore your selected social issue in more breadth and depth. So, to achieve this outcome, you may choose to identify additional points of interest in your readings beyond what is recommended here.

Identify Leadership Theories: (30 points) Using resources from past leadership courses and additional research on leadership theories or conceptual frameworks, identify leadership theories or conceptual frameworks that are specifically applicable to your group's social action project. The selected theories and conceptual frameworks will inform and guide your project. As a group, you will create a 4-5 page summary of selected theories or conceptual frameworks and identify how they are applicable to your social action project. This summary should convey (1) a clear description of the selected theories or frameworks; (2) examples of how the theory is used in other forms of practice, action or research; and (3) how will you use the selected theories as a guide to inform your project.

Preliminary Plan; (30 points) Your group will create a 2 -3 page social action plan (single-spaced). This plan needs to address the following questions: (1) what is the social issue your group is addressing and why; (2) what leadership theory (or theories) will your group use to inform and guide your plan; (3) what do you hope to accomplish; (4) how will your group implement a plan; (5) how will you assess the effectiveness of the plan; and finally (6) what are the challenges and limitations of the overall plan. This plan must include a timeline that indicates when and what your group will be doing with the project throughout the year. This is not a traditional research paper - it should be in the format of a report/plan.

Potential Partner Interviews: (20 points) After identifying a social issue and drafting a preliminary plan, your group will identify an organization or department who addresses an issue closely aligned with your group's issue. Each group member will interview individuals who work with the organization and ideally participate or volunteer with the organization's services in some way. The objective of this immersion experience is to explore how an existing organization addresses either the same or a similar social issue.

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This will help your group enhance the preliminary social action plan. Be prepared to share reflections of this experience during class.

Revised Plan: (15 points) Based on instructor and peer feedback and the immersion experience, revise your preliminary social action plan. This revised plan must demonstrate an integration of ongoing feedback and experiences that will improve and enhance your group's ability to implement your social action project.

Journal Entries: (20 points) Throughout the courses, individually, you will maintain a journal and provide ongoing reflections on the process of leading and participating in the social action project. These journal entries must reflect your group's ongoing progress and challenges and successes of working with your group members and on the project itself. To provide structure, you may choose to follow the following format:

What did you do over the past few weeks to enact Social Action Plan? (this section should be relatively short, just enough so that we know what it is that you have done) So What? What did you learn from those experiences? Are these activities helping you to achieve your goals? How does it relate to class discussions and/or readings? You do not receive a grade based on what you did, but rather for what you learned. Now What? What is next in the implementation of your plan? What might you do in the future (both this semester and beyond) to further your global leadership development?

SECOND SEMESTER ASSIGNMENTS

Digital Images Storyboard Outline: (25 points) As a group, you will develop a storyboard or outline for presenting your social action project. You will receive feedback about the structure, technology, and reflective learning components from others.

Continue Journal Entries: (20 points) Throughout the courses, individually, you will maintain a journal and provide ongoing reflections on the process of leading and participating in the social action project. These journal entries must reflect your group's ongoing progress and challenges and successes of working with your group members and on the project itself. To provide structure, you may choose to follow the following format:


Impact Interviews: (25 points) Each group member will interview and engage with people affected by your social action project. Individually, create a 2-3 page reflection paper on how your group's social action project is influencing and affecting others. This reflection should follow the format of a journal entry, but with more clarity and focus on what you learned from other people.

Presentation on Project Update and Beginning of Digital Story : (30 points) Your group will create a presentation that provides updates on the overall social action project. Updates will include: (1) overview of accomplishments, (2) challenges thus far with the project, (3) applicability of selected leadership theories, (4) a summary of interviews and engagement with others on how the social action project influences them, (5) any proposed adjustments, and (6) review unfinished elements of the project. The presentation will also include the beginning work on the final digital story presentation.

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Digital Story; (50 points) Your group will develop a short digital story that documents your social action project. This short film (5-7 minutes) will document your work over the past semester and year on your group's social action project. The film tells us the story of your group project, the importance of the social issue, and how leadership theories can inform a social action project.

Public Showcase The showcase is a chance to share your experiences with other Minor students, the campus community, and any community agencies with which your group worked for the social action project.

Specifics about this project will be discussed throughout the semester. Additional formal expectations and a grading rubric will be provided.

GRADING & ASSESSMENT

Format: Written assignments should be submitted in person during class. Papers should be written double-spaced in 12pt Times New Roman font with one-inch margins unless noted otherwise (NOTE: MS Word does not automatically set 1-inch margins, so please check to be sure that your margins are correct).

Citations: Although much of the work you do for this class will be self-reflective in nature, at times you will find it necessary to consuh our text book, readings, or other outside sources of information in completing an assignment. When you do so, it is essential that you properly quote, paraphrase, and give credit to the material that you have consuUed. Although APA style is preferred for citations, you may also use MLA or Chicago style if you are more comfortable with one of those styles. Regardless of what style you use, you MUST use a recognized style and you MUST properly cite any material used that is not your own. Failure to do so may be considered a violation of the honor code. If you need assistance in properly citing sources, please visit the Writing Center for help.

Due dates and late assignments: Assignments turned in late will result in the loss of 10% of the total points for the assignment, plus an additional 10% for each subsequent 24-hour period after the due date time. If you anticipate having trouble turning an assignment in on time, please make arrangements with your instructors in advance. Computer and printing problems are not acceptable excuses for late papers.

Grading Criteria: All assignments will be graded with the following criteria:

Content; The degree to which the student responds to all the specific items in the assignment. The degree to which a student indicates his or her recall and understanding of the material and concepts covered in the course.

Introspection, Elaboration and Synthesis; The degree to which a student is insightful, thoughtful, innovative and self-aware in the application of course concepts to his or her individual experiences. The degree to which a student provides detail, depth and development in written work. Instructors will be looking for the student's ability to reason and provide rationales for conclusions, the extent of critical thinking, the development of examples and analogies, and the application of leadership concepts. The degree to which the student "brings it all together" and incorporates leadership theory in the creation of new insights, unique products and/or creative solutions.

Form: The care and clarity with which a student completes papers and presentations. Written assignments should be of very high quality. Grammar, syntax, punctuation and structure of assignments should support and enhance the concepts that the student intends to convey. The organization, clarity and polish of the group presentation should do the same.

In addition to these graded assignments, you may also be given several non-graded assignments which will count towards your participation grade. These are provided to flesh out the material or to prepare you for a class discussion.

Fall Semester

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Social Action Brief Individual Annotated Bibliography Identify Leadership Theories Preliminary Plan Partner Interviews Revised Plan Participation Points Journal Entries Total Points

15 points 30 points 30 points 30 points 20 points 15 points 50 points 20 points (2@ 10 points each) 210 points

Spring Semester Digital Images Story Board Outline Journal Entries Impact Interviews Plan Update Digital Story Participation Total Points

25 points 20 points (2 @ 10 points each) 25 points 30 points 50 points 50 points 200 points

97- 100% = A+ 94- 96.99% = A 90 - 93.99% = A-87- 89.99 = B+ 84- 86.99% = B 80- 83.99% = B-77- 79.99% = C+ 74- 76.99% = c 70- 73.99% = c-67- 69.99% = D+ 64- 66.99% = D 60- 63.99% = D-59.99% and below = F

Please note that this syllabus is subject to change at any time during this course. All students will be notified if any changes occur.

21

COURSE CALENDAR - SEMESTER ONE, meeting once a week for 2hours

Class Topic Readings/Assignments Week 1 Introductions

Overview of Syllabus Introduction to Social Action

Week 2 Review and Define Social Action/Change/Justice

Leadership for Better World, Chapter 1 Leadership for Better World, Chapter 12 Astin, H. S. (1996). Leadership for Social Change. About Campus, 7(3), 4-10.

DUE: Social Action Brief Weeks Explore Social Issues

Get into Groups Johnson, Chapter 9 Reading for Diversity and Social Justice, Chapter 3 & 4

Week 4 Identify Social Issues Hackman, H. W. (2005). Five essential components for social justice education. Equity & Excellence in Education, 38(2), 103-109.

Shields, C. M . (2004). Dialogic leadership for social justice: Overcoming pathologies of silence. Educational Administration Quarterly, 40(\), 109-132

Weeks Review Leadership Theories, Part I Avolio, B. J., Walumbwa, F. 0., & Weber, T. J. (2009). Leadership: Current theories, research, and future directions. Annual review of psychology, 60, 421-449.

DUE: Individual Annotated Bibliography Week 6 Review Leadership Theories , Part II van Knippenberg, D., van Knippenberg, B., De Cremer,

D., & Hogg, M. A. (2004). Leadership, self, and identity: A review and research agenda. The Leadership Quarterly, 75(6), 825-856.

Week 7 Social Action Constituents King, B. (2008). A social movement perspective of stakeholder collective action and influence. Business & Society, 47(1), 2\-49.

DUE: Leadership Theories Weeks Social Action Influence

(in surrounding communities) DUE: Preliminary Plan Week 9 Explore Social Change Leadership for a Better World, Chapter 4

The Heart of Change, Chapter 1

Week 10 Present Preliminary Plan & Implementing Social Action DUE: Journal #1

Week 11 Challenges and Limitations with Social Action

Week 12 Report on Partner Interviews DUE: Partner Interviews

Week 13 Assessing Social Action Leadership for the Common Good, Chapter 11

Week 14 Present on Revised Plan DUE: Journal #2 & Revisited Plan

Minor in Leadership Studies, PCC Proposal 22

COURSE CALENDAR - SEMESTER TWO, meeting once every other week for 1 hour

Class Topic Readings/Assignments Session 1 Doing Social Action Project

Address Digital Storyboarding Session 2 Types of Change & Maintaining Action

(individual, community, institutional, cultural, and systemic)

The Heart of Change, Chapter 8 & Conclusion

DUE: Digital Storyboard Session 3 Personal Narratives in Social Action Nash, R. J. (2008). A personal reflection on educating

fox mQanmg. About Campus, 13(2), 17-24.

DUE: Journal #3 Session 4 Social Action - Reciprocity? The Dance of Change, section V l l

DUE: Impact Papers Session 5 Presentations & Peer Feedback

DUE: Plan Updates Presentations Session 6 Sustaining Social Action & Leaving a

Legacy DUE: Journal #4 Session 7 Wrap-Up

DUE: Digital Story Date? Time? Public Showcase

Department of Counseling, Higher University Career Center and The Education, and Special Education President's Promise College of Education

This course has been developed through the collaboration and partnership of the Department of Counseling, Higher Education, and Special Education within the College of Education, The Adele H. Stamp Student Union - Center for Campus Life, and the University Career Center and The President's Promise.


Readings

Adams, M . , Hackman, H. W., Peters, M . L., & Zuniga, X . (2000). Readings for diversity and social justice. W.

J. Blumenfeld, & R. Castaiieda (Eds.). New York, N Y : Routledge.

Astin, H . S. (1996). Leadership for Social Change. About Campus, 7(3), 4-10.

Avolio, B. J., Walumbwa, F. O., & Weber, T. J. (2009). Leadership: Current theories, research, and future

directions. Annual review of psychology, 60, 421-449.

Bryson, J. M . , & Crosby, B. C. (1992). Leadership for the common good. San Francisco, CA : Jossey-Bass.

Hackman, H. W. (2005). Five essential components for social justice education. Equity & Excellence in Education, 38{2), 103-109.

Johnson, A . G. (2006). Privilege, power, and difference. Boston, M A : McGraw-Hill.

King, B. (2008). A social movement perspective of stakeholder collective action and influence. Business &

Society, 47{\\2\A9.

Komives, S. R., & Wagner, W. (2012). Leadership for a better world: Understanding the social change model

of leadership development. Jossey-Bass.

Kotter, J. P., & Cohen, D. S. (2002) The Heart of change: Real-life stories of how people change their

organizations. Boston, M A : Harvard Business School Press.

Nash, R. J. (2008). A personal reflection on educating for meaning. About Campus, 13(2), 17-24.

Senge, P., Kleiner, A. , Roberts, C , Ross, R., Roth, G., & Smith, B. (1999). The Dance of change: The

Challenge to sustaining momentum in learning organizations. New York, N Y : Doubleday.

Shields, C. M . (2004). Dialogic leadership for social justice: Overcoming pathologies of silence. Educational

Administration Quarterly, 40(1), 109-132

van Knippenberg, D., van Knippenberg, B., De Cremer, D., & Hogg, M . A . (2004). Leadership, self, and

identity: A review and research agenda. The Leadership Quarterly, 15(6), 825-856.


Minor in Leadership Studies Curriculum Proposed Fall 2013

Page 25

ADDENDUM B: ELECTIVE COURSES

Students must choose two 3-credit courses; at least one of the courses must be at the 300 level or higher, from an approved list of electives.

Pre-Approved Elective Courses

African-American Studies Department (AASD), Asian American Studies (AAST), College Park Scholars Program (CPSP), East Asian Studies, Latin American Studies (LASC), Lesbian, Gay, Bisexual, and Transgender Studies Program (LGBT), Women's Studies (WMST).

EDCP courses Courses in education and counseling expose students to theories of influence, attribution, individual and collective efficacy, interaction and social learning theories, all which shape student leadership development.

EDCP 220 - Introduction to Human Diversity in Social Institutions EDCP 310 - Peer Counseling Theory and Skills EDCP312 - Multi Ethnic Peer Counseling EDCP318 - Applied Contextual Leadership EDCP 386 - Experiential Learning** EDCP418 - Special Topics in Leadership EDCP 420 - Advanced Topics in Human Diversity and Advocacy EDCP 470 - Introduction to Student Personnel EDCP 489 - Field Experiences in Counseling and Personnel Services** EDCP 498 - Special Problems in Counseling and Personnel Services

**subject for approval

Agriculture & Natural Resources Colleges of agriculture/extension have long been a home for youth leadership education. Courses focus on developing leadership in youth and contemporary issues in leadership.

AGNR 323 - Developing Youth Leadership Programs

Behavioral and Social Sciences Courses from the behavioral and social sciences focus on the processes of leadership - the behaviors, skills, and styles that are useful in accomplishing tasks and developing people.

*BSOS 301 - Leadership in a Multicultural Society

Business and Management The functions of leadership and management are overlapping - both processes involve

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influencing a group of individuals toward goal attainment. Courses such as entrepreneurship address the role of vision and change in leadership processes.

*BMGT 361 - Entrepreneurship *BMGT 364 - Management and Organization Theory

Communication Leadership is often referred to as a special form of communication that modifies the attitudes and behaviors of others in order to meet shared group goals and needs (Hackman & Johnson, 2004). By studying intrapersonal and organizational communication, students learn to analyze processes of influence essential to leadership.

C O M M 330 - Argument and Public Policy C O M M 420 - Theories of Group Discussion C O M M 424 - Communication in Complex Organizations C O M M 461 - Voices of Public Leadership in the Twentieth Century C O M M 469 - The Discourse of Social Movements

Higher Education, Student Affairs, and International Education EDHI 338 Teaching and Learning about Cultural Diversity through Intergroup Dialogue (Note: This is usually a 1-credit course. If you take this course as an elective for the Minor you will still need at least 2 additional credits at the 300/400 level to ftilfiU one elective course.)

Gemstone

*GEMS 208 - Special Topics in Leadership and Team Development

Journalism

The investigation of ethics is critical when focusing on leadership. Issues such as the moral development of individuals, the influence of role models, values-driven leadership, and creating ethical organizations all must be addressed. Examining the application of ethics in a particular discipline, field, or context is essential to answering the question of "leadership for what purpose?"

*JOUR300 - Journalism Ethics

Psychology

The study of psychology and psychodynamics sheds insight into individual motives for leadership as well as how leadership occurs in groups and organizations. The pathology of leadership has also been examined. PSYCH221 - Social Psychology PSYC334 - Psychology of Interpersonal Relationships PSYC361 - Survey of Industrial and Organizational Psychology

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Public Policy Courses in public policy address political theories of leadership, conflict and coalition-building, and systems of governance.

*PUAF 201 - Leadership for the Common Good *PUAF 202 - Contemporary Issues in Leadership and Public Policy PUAF 359C - Contemporary Issues in Political Leadership and Participation: Advocacy in the American Political System PUAF 359R - Contemporary Issues in Political Leadership and Participation: African American Leadership PUAF 359W - Contemporary Issues in Political Leadership and Participation: Women in Leadership

Women's Studies

WMST 250 - Introduction to Women's Studies

27

§ U N I V E R S I T Y OF

MARYLAND V P A C Main Page

Add Course Proposal Data Entry Form

Required fields are marked by an asterisk. Please be sure to complete all required information

to avoid a delay in processing. New courses must be accompanied by a syllabus.

Testudo and the Student Information System (SIS) are both good sources for information on existing courses. In particular, the following SIS screens may be helpful: Approved Course (APCRS); Approved Course Notes (APNOTES); Course (CRS).

Action: Add Course General Course Information

(*) College: College of Education

(*) Department: Counseling, Higher Education, and Special Education

(*) Course Prefix and Number: E D C P 320

(*) Proposed Effective Term: F A L L 2013

(*) Course Title: Social Action Seminar

(*) Transcript Title: Social Action Seminar

Credit Information

(*) Credits: Minimum Credits: 2 Maximum Credits: 2 (*) Repeatable to a maximum of 0 hours i f content differs.

A T T E N T I O N : Repeatable courses must use a course number thai ends in "8" or "9", e.g.. F M S T 498. Please consider the appearance of a student's IranscripL upon graduation when setting the repeatable credit maximum.

(*) Hour commitment per week:

Please see Course Policies page for more information on "contact hours" requirements.

Lecture: Internship: Discussion: Laboratory: Seminar: 2 hours

Minor in Leadership Studies Curricutum Proposed Fall 2013

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Page 29

AP and C O R E

(*) Can Advanced Placement (AP) or International Baccalaurate (IB) be attributed to this course? Please see the CORE website for information on CORE approval. Proposal forms may be obtained through the Faculty Affairs section of ARES.

Yes ^ No ^

C^) Has this course been approved to fulfill a CORE distributive requirement?

Yes ^ No ^

P C C

(*) Wi l l this change affect the requirements of an academic degree program? Contact Academic Planning & Programs for more information 301-405-5626

Yes No ^

If so, has a PCC proposal been submitted?

Yes ^ No ^

Specific Course Information

(*) Grading Method:

Please see Course Policies page for more information

Regular/Audit (R/A)

Prerequisite(s):

Please use specific course numbers i f possible

E D C P 217

Corequisite(s):

Recommended course(s): N/A

Restrictions:

For example: "For BIOE majors only," "Junior standing" or "Not open to students who have completed M A T H 220" Limited to Minor in Leadership Studies students only

Formerly: N/A


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Crosslisted with: N/A

Shared with: N/A

Credit will be given for only one of the following courses: N/A

Wil l this course be offered at another location or through an alternate delivery method? If so, please describe briefly in the comments section. For example: offered at Shady Grove, online, or in an accelerated format (excepting standard Winter and Summer formats)

Y e s ^ N o ^

Description and Comments

(*) Catalog description:

Keep descriptions short and do not begin with "This course will..." Do not include pre/co-requisite information or title. Sample description (for HIST 344: Revolutionary Russia): An exploration of the roots, dynamics, and consequences of the Russian Revolution of 1917. Major interpretations of the fall of tsarism, social and political forces at play, Leninism and Stalinism.

The purpose of these courses is to use leadership theories to inform the practice of addressing social issues in society, on campus, or within the surrounding community. Throughout this course provide students will (1) identify a current and compelling social issue; (2) explore the historical, social, and political aspects of social issues; (3) identify and select applicable leadership theories to confront the social issue; (4) create and develop a plan that integrates leadership theories and the social issue; and (5) implement and evaluate the overall social action project.

Reason for proposal/comments:

This proposal is to add Social Action Seminar as a required course in the Minor in Leadership Studies curriculum.

Learning outcomes Outcomes Statement: A statement of the learning outcomes and related objectives for the course, including the kinds of skills and/or knowledge the students are to take away from the course.

The learning outcomes for this course include developing and fostering a practice for bridging leadership theories and models into action in the context of social issues. Students will explore and identify social issues and create a social action plan to select social issues.

Through active participation in this class, students wil l :


Page 31

• Develop an understanding of what is social action and the relationship between social action and leadership

• Explore the relevance of addressing social issues, problems, and topics • Foster a sustained commitment towards a social issue that can lead into enhanced awareness

around other causes • Identify and apply leadership theories that can inform and guide the experience of addressing

a social issue • Develop and identify challenges in integrating theory into practice • Acquire program evaluation and assessment skills through evaluating the limitations and

successes of the project • Gain an understanding around the differences and similarities with leading, participating,

and evaluating a long-term project • Clarify one's leadership self-efficacy, values, and ability to work collaboratively in groups

and teams • Identify and reaffirm a leadership philosophy and lifelong commitment towards leadership

Assessment Assessment Policy: How will student grades be determined? Assessment policies (including the policy on religious observance) should be explicitly stated, including the attendance policy, i f applicable, and the final examination plans for the course.

Evaluation and assessment of students' work in the course will utilize the following criteria: ability to incorporate individual ideas; soundness of arguments and use of evidence (i.e., theories, literature, examples, and empirical research) to justify claims; and writing style (i.e., organization, coherence, transitions, clarity, engagingness, use of headers, logical flow, word choice, free from grammatical and spelling errors).

In accordance with University's policy on attendance, students are required to provide appropriate documentation for illness (of the student or dependent), religious observance, participation in University activities at the request of University authority, and compelling circumstances beyond the students' control. Documentation should align with the date(s) of the absences. Absences without appropriate documentation will affect students' participation grade for the course since a significant part of the course relies on in-class participation. Additionally, students must attempt to notify the instructor as soon as possible that they will be absent from class with a rationale and plans to show the instructor documentation.

Texts/Resources Materials Provide Examples: Examples of text, readings, or other resource materials that wil l be used. (It is understood that the specific texts are subject to change. Examples should, however, provide a representative sample.)


Page 32

Adams, M . , Hackman, H. W., Peters, M . L. , & Zuniga, X . (2000). Readings for diversity and

social justice. W. J. Blumenfeld, & R. Castaneda (Eds.). New York, N Y : Routledge.

Astin, H. S. (1996). Leadership for Social Change. About Campus, 7(3), 4-10.

Avolio, B. J., Walumbwa, F. O., & Weber, T. J. (2009). Leadership: Current theories, research,

and future directions. Annual review of psychology, 60, 421-449.

Bryson, J. M . , & Crosby, B. C. (1992). Leadership for the common good. San Francisco, CA:

Jossey-Bass.

Hackman, H. W. (2005). Five essential components for social justice education. Equity &

Excellence in Education, 38{2), 103-109.

Johnson, A. G. (2006). Privilege, power, and difference. Boston, M A : McGraw-Hill.

King, B. (2008). A social movement perspective of stakeholder collective action and

influence. Business & Society, 47(1), 21-49.

Komives, S. R., & Wagner, W. (2012). Leadership for a better world: Understanding the social

change model of leadership development. Jossey-Bass.

Kotter, J. P., & Cohen, D. S. (2002) The Heart of change: Real-life stories of how people change

their organizations. Boston, M A : Harvard Business School Press.


Senge, P., Kleiner, A., Roberts, C , Ross, R., Roth, G., & Smith, B. (1999). The Dance of

change: The Challenge to sustaining momentum in learning organizations. New York,

N Y : Doubleday.

Shields, C. M . (2004). Dialogic leadership for social justice: Overcoming pathologies of

silence. Educational Administration Quarterly, 40{\), 109-132

van Knippenberg, D., van Knippenberg, B., De Cremer, D., & Hogg, M . A . (2004). Leadership,

self, and identity: A review and research agenda. The Leadership Quarterly, 15(6), 825-

856.

Course Pedagogy and Format Provide Overview: An overview of the course structure, format, and pedagogies. For example, would the course involve lecture; discussion; laboratories; student presentations; written examinations; oral examinations; papers; homework assignments; or use of the Internet or other IT resources for research, chat rooms, or listservs. A week-by-week schedule would be appropriate.


Page 33

The premise of this course is to understand and learn about the use of leadership theories

and models in promoting and addressing social issues. Knowledge for this course is a joint

venture between the instructor and students. The plan for the course is divided into

multiple parts. One part is to review and select a leadership theory or model that is

applicable to addressing a social issue. Another part is to define and identify relevant

social issues where students can use their knowledge of leadership theories and models as a

conceptual roadmap and framework for taking action. A third part of the seminar will be

to draft a social change plan of action.

For assignments in the course, students will complete written reflections and papers, and

develop in-class presentations.

Week 1: Introductions, Overview of Syllabus, Introduction to Social Action Week 2: Review and Define Social Action/Change/Justice

Week 3: Explore Social Issues, Get into Groups Week 4: Identify Social Issues Week 5: Review Leadership Theories, part I

Week 6: Review Leadership Theories, part II Week 7: Social Action Constitutents

Week 8: Social Action Influence Week 9: Explore Social Change

Week 10: Present Preliminary Plan & Implementing Social Action Week 11: Challenges and Limitations with Social Action Week 12: Report on Partner Interviews Week 13: Assessing Social Action Week 14: Present Revised Plan

Other Policies: The University of Maryland has a range of policies pertaining to academic courses. It is the responsibility of the academic Unit offering a course to ensure that these policies are followed. Please check off the boxes below to indicate that the unit understands and wil l enforce the relevant policies:

Early Warning Grades? X Procedures for inclement weather? X Academic Integrity, including the Honor Pledge X Accommodations for students with disabilities X

Minor in Leadership Studies Curriculum Proposed Fail 2013

Page 34

MARYLAND U N I V E R S I T Y OF t >

V P A C Main Page

Add Course Proposal Data Entry Form

Required fields are marked by an asterisk. Please be sure to complete all required information

to avoid a delay in processing. New courses must be accompanied by a syllabus.

Testudo and the Student Information System (SIS) are both good sources for information on existing courses. In particular, the following SIS screens may be helpful: Approved Course (APCRS); Approved Course Notes (APNOTES); Course (CRS).

Action: Add Course General Course Information

(*) College: College of Education

(*) Department: Counseling, Higher Education, and Special Education

(*) Course Prefix and Number: E D C P 321

(*) Proposed Effective Term: F A L L 2013

(*) Course Title: Advanced Social Action Seminar

(*) Transcript Title: Adv. Social Action Seminar

Credit Information

(*) Credits: Minimum Credits: 1 Maximum Credits: 1 (*) Repeatable to a maximum of 0 hours i f content differs.

A T T E N T I O N : Repeatable coui'ses must use a course number (hat ends in "8" or "9", e.g., F M S T 498. Please consider the appearance of a student's transcript upon graduation when setting the repeatable credit maximum.

(*) Hour commitment per week:

Please see Course Policies page for more information on "contact hours" requirements.

Lecture: Internship: Discussion: Laboratory: Seminar: 1 hours


Page 35

A P and C O R E

(*) Can Advanced Placement (AP) or International Baccalaurate (IB) be attributed to this course? Please see the CORE website for information on CORE approval. Proposal forms may be obtained through the Faculty Affairs section of ARES.

Y e s ^ N o ^

(*) Has this course been approved to fulfUl a CORE distributive requirement?

Yes ^ No ^

P C C

(*) Wi l l this change affect the requirements of an academic degree program? Contact Academic Planning & Programs for more information 301-405-5626

Yes ^ No ^

If so, has a PCC proposal been submitted?

Yes ^ No ^

Specific Course Information

(*) Grading Method:

Please see Course Policies page for more information

Regular/Audit (R/A)

Prerequisite(s):

Please use specific course numbers i f possible

E D C P 217 and E D C P X X X

Corequisite(s):

Recommended course(s): N/A

Restrictions:

For example: "For BIOE majors only," "Junior standing" or "Not open to students who have completed M A T H 220" Limited to Minor in Leadership Studies students only

Formerly: N/A

Minor in Leadersliip Studies Curriculum Proposed Fall 2013

Page 36

Crosslisted with: N/A

Shared with: N/A

Credit will be given for only one of the following courses: N/A

Wil l this course be offered at another location or through an alternate delivery method? If so, please describe briefly in the comments section. For example: offered at Shady Grove, online, or in an accelerated format (excepting standard Winter and Summer formats)

Y e s ^ N o ^

Description and Comments

(*) Catalog description: Keep descriptions short and do not begin with "This course will..." Do not include pre/co-requisite information or title. Sample description (for HIST 344: Revolutionary Russia): An exploration of the roots, dynamics, and consequences of the Russian Revolution of 1917. Major interpretations of the fall of tsarism, social and political forces at play, Leninism and Stalinism.

The purpose of these courses is to use leadership theories to inform the practice of addressing social issues in society, on campus, or within the surrounding community. Throughout this course provide students will (1) identify a current and compelling social issue; (2) explore the historical, social, and political aspects of social issues; (3) identify and select applicable leadership theories to confront the social issue; (4) create and develop a plan that integrates leadership theories and the social issue; and (5) implement and evaluate the overall social action project. This advanced seminar course mainly focuses on executing, implementing, and assessing a social action project in small groups and teams.

Reason for proposal/comments:

This proposal is to add Advanced Social Action Seminar as a required course in the Minor in Leadership Studies curriculum.

Learning outcomes Outcomes Statement: A statement of the learning outcomes and related objectives for the course, including the kinds of skills and/or knowledge the students are to take away from the course.

The learning outcomes for this course include developing and fostering a practice for bridging leadership theories and models into action in the context of social issues. Students will explore and identify social issues and create a social action plan to select social issues.

Through active participation in this class, students wil l :


Page 37

• Develop an understanding of what is social action and the relationship between social action and leadership

• Explore the relevance of addressing social issues, problems, and topics • Foster a sustained commitment towards a social issue that can lead into enhanced awareness

around other causes • Identify and apply leadership theories that can inform and guide the experience of addressing

a social issue • Develop and identify challenges in integrating theory into practice • Acquire program evaluation and assessment skills through evaluating the limitations and

successes of the project • Gain an understanding around the differences and similarities with leading, participating,

and evaluating a long-term project • Clarify one's leadership self-efficacy, values, and ability to work collaboratively in groups

and teams • Identify and reaffirm a leadership philosophy and lifelong commitment towards leadership

Assessment Assessment Policy: How wil l student grades be determined? Assessment policies (including the policy on religious observance) should be explicitly stated, including the attendance policy, i f applicable, and the final examination plans for the course.

Evaluation and assessment of students' work in the course will utilize the following criteria: ability to incorporate individual ideas; soundness of arguments and use of evidence (i.e., theories, literature, examples, and empirical research) to justify claims; and writing style (i.e., organization, coherence, transitions, clarity, engagingness, use of headers, logical flow, word choice, free from grammatical and spelling errors).

In accordance with University's policy on attendance, students are required to provide appropriate documentation for illness (of the student or dependent), religious observance, participation in University activities at the request of University authority, and compelling circumstances beyond the students' control. Documentation should align with the date(s) of the absences. Absences without appropriate documentation will affect students' participation grade for the course since a significant part of the course relies on in-class participation. Additionally, students must attempt to notify the instructor as soon as possible that they will be absent from class with a rationale and plans to show the instructor documentation.

Texts/Resources Materials Provide Examples: Examples of text, readings, or other resource materials that wil l be used. (It is understood that the specific texts are subject to change. Examples should, however, provide a representative sample.)


Page 38

Adams, M . , Hackman, H. W., Peters, M . L. , & Ziiniga, X . (2000). Readings for diversity and

social justice. W. J. Bltimenfeld, & R. Castaneda (Eds.). New York, N Y : Routledge.


Avolio, B. J., Walumbwa, F. O., & Weber, T. J. (2009). Leadership: Current theories, research,

and future directions. Annual review of psychology, 60, 421-449.

Bryson, J. M . , & Crosby, B. C. (1992). Leadership for the common good. San Francisco, CA:

Jossey-Bass.


Excellence in Education, 38(2), 103-109.


King, B. (2008). A social movement perspective of stakeholder collective action and

influence. Business & Society, 47{\), 21-49.

Komives, S. R., & Wagner, W. (2012). Leadership for a better world: Understanding the social

change model of leadership development. Jossey-Bass.

Kotter, J. P., & Cohen, D. S. (2002) The Heart of change: Real-life stories of how people change

their organizations. Boston, M A : Harvard Business School Press.


Senge, P., Kleiner, A. , Roberts, C , Ross, R., Roth, G., & Smith, B. (1999). The Dance of

change: The Challenge to sustaining momentum in learning organizations. New York,

N Y : Doubleday.

Shields, C. M . (2004). Dialogic leadership for social justice: Overcoming pathologies of

silence. Educational Administration Quarterly, 40(\), 109-132

van Knippenberg, D., van Knippenberg, B., De Cremer, D., & Hogg, M . A . (2004). Leadership,

self, and identity: A review and research agenda. The Leadership Quarterly, 15(6), 825-

856.

Course Pedagogy and Format Provide Overview: An overview of the course structure, format, and pedagogies. For example, would the course involve lecture; discussion; laboratories; student presentations; written examinations; oral examinations; papers; homework assigrmients; or use of the Internet or other IT resources for research, chat rooms, or listservs. A week-by-week schedule would be appropriate.


Page 39

The premise of this course is to understand and learn about the use of leadership theories

and models in promoting and addressing social issues. Knowledge for this course is a joint

venture between the instructor and students. The plan for the course is divided into

multiple parts. The first part is executing and implementing a social action plan in small

groups and teams. The second part is to evaluate their social action project. The third part

is to develop a digital story to present and speak about their overall social action

experiences.

For assignments in the course, students will complete written reflections and papers, and develop in-class presentations.

Session 1: Doing Social Action Projecti and Address Digital Storyboarding

Session 2: Types of Change and Maintaining Action

Session 3: Personal Narratives in Social Action Session 4: Social Action - Reciprocity Session 5: Presentations and Peer Feedback

Session 6: Sustaining Social Action and Leaving a Legacy Session 7: Wrap Up

Other PoUcies: The University of Maryland has a range of policies pertaining to academic courses. It is the responsibility of the academic Unit offering a course to ensure that these policies are followed. Please check off the boxes below to indicate that the unit understands and will enforce the relevant policies:

Early Warning Grades? X Procedures for inclement weather? X Academic Integrity, including the Honor Pledge X Accommodations for students with disabilities X


Page 40

EDCP 320: Social Action Seminar and EDCP 321 Advanced Social Action Seminar

COURSE OVERVIEW

Course Description The purpose of these courses is to use leadership theories to inform the practice of addressing social issues in society, on campus, or within the surrounding community. Through this course, students wil l (1) identity a current and compelling social issue; (2) explore the historical, social, and political aspects of social issues; (3) identity and select applicable leadership theories to confront the social issue; (4) create and develop a plan that integrates leadership theories and the social issue; and (5) implement and evaluate the overall social action project. Students will begin their investigation of social issues by reviewing theories and models of leadership that promote social action and change. Using models of social change, students wil l work collaboratively in small teams to navigate the process of putting theory into action. Students wil l spend a significant amount of time outside-of-class investigating their selected social issue, developing a social action plan, implementing their plan, and assessing their overall project.

This course spans two semesters with students registering for two academic credits in the first semester and one academic credit in the second semester. During the first semester, students wil l explore, identify, and plan their social action project through a series of readings and assignments. With the development of a social action plan, over the course of the second semester, students wil l continue to work collaboratively to implement their plans. The two-semester sequence provides students the time and opportunity to both crafl and implement their understanding of leadership and leadership theories in the context of a social issue.

Course Instructor (Office Hours by Appointment) Daniel Ostick, Ph.D. Coordinator for Leadership Curriculum Development and Academic Partnerships Adele H. Stamp Student Union-Center for Campus Life 0110 Stamp Student Union 301-314-1347 (office)

dostick(a),umd.edu

Course Materials (instructors will supply students with all required text):

Additional readings will be available via Canvas (umd.instructure.com)

Course Learning Objectives

Through active participation in this class, students wil l : • Develop an understanding of social action and the relationship between social action and leadership • Explore the relevance of addressing social issues, problems, and topics • Foster a sustained commitment towards a social issue that can lead to enhanced awareness around

other causes • Identify and apply leadership theories that can inform and guide the experience of addressing a social

issue • Develop and identify challenges in integrating theory into practice • Acquire program evaluation and assessment skills through evaluating the limitations and successes of

the project


Page 41

• Gain an understanding around the differences and similarities with leading, participating, and evaluating a long-term project

• Clarify one's leadership self-efficacy, values, and ability to work collaboratively in groups and teams • Identify and reaffirm a leadership philosophy and lifelong commitment towards leadership

COURSE POLICIES & PROCEDURES

Class Seminar Our learning community wi l l engage in active learning. We wil l work together to raise the collective level of meaning of the class content. We wil l all have the responsibility to advance our understanding of the material in its application to your internships and the world. The class wil l be based on case study methodology, peer-to-peer knowledge dissemination, teamwork, lectures, and group discussions.

Code of Academic Integritv: Students will conduct themselves with the highest standards of academic integrity. The U M C P Code of Academic Integrity defines academic dishonesty as "cheating," "plagiarism," "fabrication," or "facilitating academic dishonest." Academic dishonesty is a serious offense, which wil l not be tolerated in this class and may result in suspension or expulsion from the University. For more information, see p.43-46 of the University Catalogue; contact the Office of Student Judicial Programs and Student Ethical Development at 301-314-8204; or visit their website at www.inform.umd.edu/ipo/code_acinteg.html. Students are asked to submit the following honor pledge on all papers, assignments, and tests:

I pledge on my honor that I have not given or received any unauthorized assistance on any assignment or examination. - Sign your name

Religious Observations: Because we are a diverse community and enroll students with many spiritual beliefs, we wil l be sensitive to students' requests for excused absences and make-up requests due to reasons of religious observances. Be mindful that it is the student's responsibility to inform instructors of any intended absences for religious observances in advance. Notice should be provided as soon as possible.

Course Cancellations/Delays: Please check with 301-405-SNOW or the university website (www.umd.edu) for any cancellations or delays due to inclement weather or emergencies. You may also sign up for the free university text messaging system, U M D Alerts, and receive text messages with alerts such as cancellations or delays. (www.alert.umd.edu). This course will comply with any university cancellations or delays accordingly.

Students with Disabilities: Students with disabilities are encouraged to contact the instructors so reasonable accommodations can be made to assist learning and evaluation in the class. In addition, students should contact the Office of Disability Support Services (DSS) to document their disability and identify appropriate accommodations. DSS (301-314-7682) provides a variety of services to students with disabilides; staff are available to consuh with students at any time. (www.counseling.umd.edu/DSS). It is the student's responsibility to notify the instructor at the beginning of the semester of any documented disabilities.

Students in Need of Assistance: The University of Maryland offers a variety of services for students in need of either educational or psychological assistance. Learning Assistance Services (LAS) offers services and programs on writing skills, English as a second language, study and time management skills, math skills, and issues for


Page 42

students over 25 years of age. They also offer a range of handouts, available on-line. If you need other educational services or support, please contact your instructor for additional resources.

If you are experiencing personal stress that is interfering with your ability to succeed, please consider contacting the Counseling Center or the Mental Health Service at the University Health Center for an appointment. The Counseling Center also offers on-line resources on a series of topics.

Learning Assistance Services (LAS) 2201 Shoemaker Hall Email - LAS-CC(a)umd.edu Phone-301-314-7693 Website - www.counseling.umd.edu/LAS

Counseling Center Shoemaker Hall Phone-301-314-7651 Website - www.counseling.umd.edu

University Health Center, Mental Health Service 2"** Floor, University Health Center (across from The Stamp Student Union) Phone-301-314-8106 Website - www.health.umd.edu/services/mentalhealth.html

Participation and Attendance: Your participation grade is based on several factors:

11. Attendance - your attendance is vital to your class participation grade. If you are more than ten minutes late for a class period, your attendance for that class wil l not count. Attendance is approximately half of your class participation grade and wil l suffer as a result of unexcused absences or tardiness.

12. Reading - in order to participate fully in class, all assigned readings must be completed. Failure to complete the readings wil l be obvious during class discussions and will cause your class participation grade to suffer.

13. Raising and answering questions 14. Sharing ideas, observations, and personal experiences 15. Relating and synthesizing ideas of others 16. Pointing out relationships to earlier discussions 17. Helping others develop their views and ideas 18. Successfully completing non-graded assignments for class. 19. Meeting one on one with your instructor(s) during the semester. 20. Working collaboratively with others in your social action project teams.

You are not expected to have all the "right" answers in every class, nor should you dominate every in-class discussion. You are, however, required to be prepared and contribute regularly to our class discussion. The quality of the discussion in class will depend on how well prepared you are, and how willing you are to share the results of your preparation with the class. Thus, your participation can be based on contributions to in-class discussions, sharing your ideas and work experiences, asking questions of the instructors and other students, and directing the instructors and class to new and relevant material.

Attendance at all class sessions is expected. Unexcused absences from class sessions wil l impact your participation grade. Absences from a portion of a class session (i.e., late arrivals or early departures) wil l also be factored into your participation grade. Excused absences wil l only be provided on a limited basis for illness (self or dependant), religious observations, participation in university activities at the request of university authorities, or compelling circumstance beyond the student's control. Absences wil l only be excused with prior notice, in writing, except in case of emergency. For both excused and unexcused absences, students are still responsible for course work missed and turning in assignments on time.

Minor in Leadersliip Studies Curriculum Proposed Fall 2013

Page 43

The university has instituted a new attendance policy related to medically necessitated absences (available at http://www.president.umd.edu/policies/docsA^-1 OOG.pdf). The general attendance policy is available at http://www.testudo.umd.edu/soc/atedasse.html.

Usage of electronic and multimedia devices (e.g., cell phones, iPods, laptops) is not permitted during class time, unless permission was obtained from the instructors.

Course Evaluations While we hope to create a learning environment in this course that allows students to provide timely feedback to instructors, there are more formal ways we will engage in evaluation as a class. One of these is the university's campus-wide online course evaluation system, CourseEvalUM. Your participation in this system wil l make a real contribution to our academic program. We value this student feedback, and other students wil l benefit from having evaluation data for all courses readily available. CourseEvalUM wil l be open for students to complete their evaluations at the end of the semester and can go directly to the website (www.courseevalum.umd.edu) to do so. Students wil l be alerted via their official University e-mail account when the website is active for this semester. Students who complete evaluations for all of their courses in the previous semester (excluding summer), can access the posted results via Testudo's CourseEvalUM Reporting link for any course on campus that has at least a 70% response rate. More information regarding this system is available at www.iipa.umd.edu/Assessment/CourseEval/stdt faq.shtml.

Expectations of Instructors Students can expect their instructors will arrive on time and be prepared for class, respond in a timely fashion to student work, and take students' interests and experiences into consideration when preparing for class. Instructors will be available to students outside the class period. Students are encouraged to make extensive use of instructors in and outside class sessions.

COURSE ASSIGNMENTS

FIRST SEMESTER ASSIGNMENTS

Social Action Brief; (15 points) You wil l identify readings and resources that assist you with understanding and defining the term "social issue" and/or "social action". Create a 1-2 page executive briefing on how you conceptualize what constitutes social issue, social action, and a social action project. This executive brief ought to be clear, concise, and succinct. You wil l share your briefing with your classmates to identify similarities and differences in understanding and defining the term "social issue" and/or "social action".

Individual Annotated Bibliography; (30 points) Create an annotated bibliography on a selected social issue. Research and review existing literature on your topic to gain a breadth and depth of understanding around the social issue you wil l address and investigate throughout this two-semester seminar. This annotated bibliography must include at least 5-8 scholarly readings. For each individual reading, you wil l provide a brief summary of the article, identify central points, and describe how the social issue or topic is addressed in your reading. You wi l l also generate a list of campus and community organizations that engage in social change related to your topic. In your listing of organizations, you will want to describe and identify how the organization does or does not address your topic. Remember, your individual annotated bibliography is intended to help you explore


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your selected social issue in more breadth and depth. So, to achieve this outcome, you may choose to identity additional points of interest in your readings beyond what is recommended here.

Identify Leadership Theories: (30 points) Using resources from past leadership courses and additional research on leadership theories or conceptual frameworks, identity leadership theories or conceptual frameworks that are specifically applicable to your group's social action project. The selected theories and conceptual frameworks wil l inform and guide your project. As a group, you will create a 4-5 page summary of selected theories or conceptual frameworks and identify how they are applicable to your social action project. This summary should convey (1) a clear description of the selected theories or frameworks; (2) examples of how the theory is used in other forms of practice, action or research; and (3) how wil l you use the selected theories as a guide to inform your project.

Preliminary Plan: (30 points) Your group wil l create a 2 -3 page social action plan (single-spaced). This plan needs to address the following questions: (1) what is the social issue your group is addressing and why; (2) what leadership theory (or theories) will your group use to inform and guide your plan; (3) what do you hope to accomplish; (4) how wil l your group implement a plan; (5) how wil l you assess the effectiveness of the plan; and finally (6) what are the challenges and limitations of the overall plan. This plan must include a timeline that indicates when and what your group wil l be doing with the project throughout the year. This is not a traditional research paper - it should be in the format of a report/plan.

Potential Partner Interviews; (20 points) After identifying a social issue and drafting a preliminary plan, your group wil l identify an organization or department who addresses an issue closely aligned with your group's issue. Each group member will interview individuals who work with the organization and ideally participate or volunteer with the organization's services in some way. The objective of this immersion experience is to explore how an existing organization addresses either the same or a similar social issue. This wil l help your group enhance the preliminary social action plan. Be prepared to share reflections of this experience during class.

Revised Plan: (15 points) Based on instructor and peer feedback and the immersion experience, revise your preliminary social action plan. This revised plan must demonstrate an integration of ongoing feedback and experiences that wil l improve and enhance your group's ability to implement your social action project.

Journal Entries: (20 points) Throughout the courses, individually, you wil l maintain a journal and provide ongoing reflections on the process of leading and participating in the social acdon project. These journal entries must reflect your group's ongoing progress and challenges and successes of working with your group members and on the project itself To provide structure, you may choose to follow the following format:



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SECOND SEMESTER ASSIGNMENTS

Digital Images Storyboard Outline: (25 points)

As a group, you wil l develop a storyboard or outline for presenting your social action project. You will receive feedback about the structure, technology, and reflective learning components from others.

Continue Journal Entries: (20 points) Throughout the courses, individually, you wil l maintain a journal and provide ongoing reflections on the process of leading and participating in the social action project. These journal entries must reflect your group's ongoing progress and challenges and successes of working with your group members and on the project itself To provide structure, you may choose to follow the following format:


Impact Interviews: (25 points) Each group member wil l interview and engage with people affected by your social action project. Individually, create a 2-3 page reflection paper on how your group's social action project is influencing and affecting others. This reflection should follow the format of a journal entry, but with more clarity and focus on what you learned from other people.

Presentation on Project Update and Beginning of Digital Storv : (30 points) Your group wil l create a presentation that provides updates on the overall social action project. Updates wi l l include: (1) overview of accomplishments, (2) challenges thus far with the project, (3) applicability of selected leadership theories, (4) a summary of interviews and engagement with others on how the social action project influences them, (5) any proposed adjustments, and (6) review unfinished elements of the project. The presentation will also include the beginning work on the final digital story presentation.

Digital Storv: (50 points) Your group wil l develop a short digital story that documents your social action project. This short film (5-7 minutes) wil l document your work over the past semester and year on your group's social action project. The film tells us the story of your group project, the importance of the social issue, and how leadership theories can inform a social action project.

Public Showcase The showcase is a chance to share your experiences with other Minor students, the campus community, and any community agencies with which your group worked for the social action project.

Specifics about this project wil l be discussed throughout the semester. Additional formal expectations and a grading rubric wil l be provided.


Page 46

GRADING & ASSESSMENT

Format: Written assignments should be submitted in person during class. Papers should be written double-spaced in 12pt Times New Roman font with one-inch margins unless noted otherwise (NOTE: MS Word does not automatically set 1-inch margins, so please check to be sure that your margins are correct).

Citations: Although much of the work you do for this class wil l be self-reflective in nature, at times you wil l find it necessary to consult our text book, readings, or other outside sources of information in completing an assignment. When you do so, it is essential that you properly quote, paraphrase, and give credit to the material that you have consulted. Although APA style is preferred for citations, you may also use M L A or Chicago style if you are more comfortable with one of those styles. Regardless of what style you use, you MUST use a recognized style and you MUST properly che any material used that is not your own. Failure to do so may be considered a violation of the honor code. If you need assistance in properly citing sources, please visit the Writing Center for help.

Due dates and late assignments: Assignments turned in late will result in the loss of 10% of the total points for the assignment, plus an additional 10% for each subsequent 24-hour period after the due date time. If you anticipate having trouble turning an assignment in on time, please make arrangements with your instructors in advance. Computer and printing problems are not acceptable excuses for late papers.

Grading Criteria: A l l assignments wil l be graded with the following criteria:

Content: The degree to which the student responds to all the specific items in the assignment. The degree to which a student indicates his or her recall and understanding of the material and concepts covered in the course.

Introspection, Elaboration and Synthesis: The degree to which a student is insightful, thoughtful, innovative and self-aware in the application of course concepts to his or her individual experiences. The degree to which a student provides detail, depth and development in written work. Instructors wil l be looking for the student's ability to reason and provide rationales for conclusions, the extent of critical thinking, the development of examples and analogies, and the application of leadership concepts. The degree to which the student "brings it all together" and incorporates leadership theory in the creation of new insights, unique products and/or creative solutions.

Form: The care and clarity with which a student completes papers and presentations. Written assignments should be of very high quality. Grammar, syntax, punctuation and structure of assignments should support and enhance the concepts that the student intends to convey. The organization, clarity and polish of the group presentation should do the same.

In addition to these graded assignments, you may also be given several non-graded assignments which wi l l count towards your participation grade. These are provided to flesh out the material or to prepare you for a class discussion.


Page 47

Fall Semester Social Action Brief Individual Annotated Bibliography Identify Leadership Theories Preliminary Plan Partner Interviews Revised Plan Participation Points Journal Entries Total Points

15 points 30 points 30 points 30 points 20 points 15 points 50 points 20 points (2@ 10 points each) 210 points

Spring Semester Digital Images Story Board Outline Journal Entries Impact Interviews

25 points 20 points (2 @ 10 points each) 25 points 30 points 50 points 50 points 200 points

Plan Update Digital Story Participation Total Points

9 7 - 100% = A+ 94 - 96.99% = A 90-93.99% = A-87 - 89.99 = B+ 84 - 86.99% = B 80-83.99% = B-77 - 79.99% = C+ 74 - 76.99% = C 70-73.99% = C-67 - 69.99% = D+ 64 - 66.99% = D 60-63.99% = D-59.99% and below = F

Please note that this syllabus is subject to change at any time during this course. All students will be notified if any changes occur.


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COURSE CALENDAR - SEMESTER ONE, meeting once a week for Zhours

Class Topic Readings/Assignments Week I Introductions

Overview of Syllabus Introduction to Social Action

Week 2 Review and Define Social Action/Change/Justice

Leadership for Better World, Chapter 1 Leadership for Better World, Chapter 12 Astin, H . S. (1996). Leadership for Social Change. About Campus, 7(3), 4-10.

DUE: Social Action Brief Weeks Explore Social Issues

Get into Groups Johnson, Chapter 9 Reading for Diversity and Social Justice, Chapter 3 & 4

Week 4 Identity Social Issues Hackman, H. W. (2005). Five essential components for social justice education. Equity & Excellence in Education, 38(2), 103-109.

Shields, C. M . (2004). Dialogic leadership for social justice: Overcoming pathologies of silence. Educational Administration Quarterly, 40(1), 109-132

Weeks Review Leadership Theories, Part I Avolio, B. J., Walumbwa, F. 0., & Weber, T. J. (2009). Leadership: Current theories, research, and future directions. Annual review of psychology, 60, 421-449.

DUE: Individual Annotated Bibliography Week 6 Review Leadership Theories , Part II van Knippenberg, D., van Knippenberg, B., De Cremer,

D., & Hogg, M . A . (2004). Leadership, self, and identity: A review and research agenda. The Leadership Quarterly, 15(6), 825-856.

Week? Social Action Constituents King, B. (2008). A social movement perspective of stakeholder collective action and influence. Business & Society, 47(\), 21-49.

DUE: Leadership Theories Weeks Social Action Influence

(in surrounding communities) DUE: Preliminary Plan Week 9 Explore Social Change Leadership for a Better World, Chapter 4

The Heart of Change, Chapter 1

Week 10 Present Preliminary Plan & Implementing Social Action DUE: Journal #1

Week 11 Challenges and Limitations with Social Action

Week 12 Report on Partner Interviews DUE: Partner Interviews

Week 13 Assessing Social Action Leadership for the Common Good, Chapter 11

Week 14 Present on Revised Plan DUE: Journal #2 & Revisited Plan

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COURSE CALENDAR - SEMESTER TWO, meeting once every other week for 1 hour

Class Topic Readings/Assignments Session 1 Doing Social Action Project

Address Digital Storyboarding Session 2 Types of Change & Maintaining Action

(individual, community, institutional, cultural, and systemic)

The Heart of Change, Chapter 8 & Conclusion

DUE: Digital Storyboard Session 3 Personal Narratives in Social Action Nash, R. J. (2008). A personal reflection on educating

for meaning. About Campus, 13(2), 17-24.

DUE: Journal #3 Session 4 Social Action - Reciprocity? The Dance of Change, section VII

DUE: Impact Papers Session 5 Presentations & Peer Feedback

DUE: Plan Updates Presentations Session 6 Sustaining Social Action & Leaving a

Legacy DUE: Journal #4 Session 7 Wrap-Up

DUE: Digital Story Date? Time? Public Showcase

Department of CounseUng, Higher Education, and Special Education College of Education

m University Career Center and The President's Promise mm Department of CounseUng, Higher

Education, and Special Education College of Education

m University Career Center and The President's Promise

This course has been developed through the collaboration and partnership of the Department of Counseling, Higher Education, and Special Education within the College of Education, The Adele H. Stamp Student Union - Center for Campus Life, and the University Career Center and The President's Promise.

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Readings

Adams, M . , Hackman, H. W., Peters, M . L., & Zuniga, X . (2000). Readings for diversity and social justice. W.

J. Blumenfeld, & R. Castaneda (Eds.). New York, N Y : Routledge.


Avolio, B. J., Walumbwa, F. O., & Weber, T. J. (2009). Leadership: Current theories, research, and future

directions. Annual review of psychology, 60, 421-449.

Bryson, J. M . , & Crosby, B. C. (1992). Leadership for the common good. San Francisco, CA: Jossey-Bass.


Excellence in Education, 38(2), 103-109.


King, B. (2008). A social movement perspective of stakeholder collective action and influence. Business &

Society, 47(1), 21-49.

Komives, S. R., & Wagner, W. (2012). Leadership for a better world: Understanding the social change model

of leadership development. Jossey-Bass.

Kotter, J. P., & Cohen, D. S. (2002) The Heart of change: Real-life stories of how people change their

organizations. Boston, M A : Harvard Business School Press.


Senge, P., Kleiner, A. , Roberts, C , Ross, R., Roth, G., & Smith, B. (1999). The Dance of change: The

Challenge to sustaining momentum in learning organizations. New York, N Y : Doubleday.

Shields, C. M . (2004). Dialogic leadership for social justice: Overcoming pathologies of silence. Educational

Administration Quarterly, 40(1), 109-132

van Knippenberg, D., van Knippenberg, B., De Cremer, D., & Hogg, M . A. (2004). Leadership, self, and

identity: A review and research agenda. The Leadership Quarterly, 15(6), 825-856.

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